Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect

Autor/inn/en	Parker, Phil; Dicke, Theresa; Guo, Jiesi; Basarkod, Geetanjali; Marsh, Herb
Titel	Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect
Quelle	In: Educational Researcher, 50 (2021) 6, S.334-344 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Phil) ORCID (Dicke, Theresa) ORCID (Basarkod, Geetanjali) ORCID (Marsh, Herb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20986176
Schlagwörter	Ability Grouping; Self Concept; Academic Achievement; Foreign Countries; Achievement Tests; Mathematics Achievement; International Assessment; Grade 4; Grade 8; Elementary School Students; Secondary School Students; Mathematics Tests; Track System (Education); Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Selbstkonzept; Schulleistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Understanding how children's broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification--the degree to which children of similar levels of ability are schooled together--influences a child's academic self-concept. This is because countries with more ability stratification should have larger Big-Fish-Little-Pond Effects (the negative effect of school average achievement on academic self-concept). We used four cycles of the Trends in International Math and Science Study to test the hypothesis that more country-level ability stratification is associated with larger country-level Big-Fish-Little-Pond Effects for math self-concept. Findings strongly support this hypothesis. Our findings have implications for school system design and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01